改善有语言和/或注意力障碍的学生学习学科英语的机会

Haley Tancredi, Linda J. Graham, Callula Killingly
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摘要

在澳大利亚,英语学习是整个 13 年学校教育中的必修课,虽然在高年级有不同的选修课,但这些选修课并不具有同等的地位或交易价值。以往的研究已经确定了高地位学科与低地位学科的入学模式,这反映了获取强大知识和进一步教育机会的差异。迄今为止,研究主要集中在社会经济方面的入学机会不平等模式,而对教学法和评估的可及性关注相对较少,尤其是对发育性语言障碍(DLD)和注意力缺陷多动障碍(ADHD)等高发残疾学生而言。在本研究中,我们利用个人成绩和访谈数据,从 59 名被确认为有语言和/或注意力障碍(与 DLD 和 ADHD 一致)的 10 年级学生的角度,考虑学科英语的可及性。在描述学科英语学习的难易程度时,学生报告了自我归因(如写作或集中注意力的能力)和学科归因(如成功标准的明确性、评估要求的灵活性和教学的可及性)。对学科的归因在学生的回答中占主导地位,然而,学生也描述了一系列辅助性的教学实践--如果持续有效地实施,可能有助于提高语言和/或注意力有困难的学生学习学科英语的机会,为这些学生提供更公平的机会,使他们从参与这一重要的必修课程中获益。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Improving the accessibility of subject English for students with language and/or attention difficulties

Improving the accessibility of subject English for students with language and/or attention difficulties

The study of English is compulsory throughout all 13 years of schooling in Australia and, while there are differentiated options in the senior years of school, these do not have the same parity of esteem nor transactional value. Previous research has identified patterns of enrolment in high versus low-status subjects, reflecting differential access to powerful knowledge and further educational opportunity. To date, research has focused on patterns of inequalities in enrolment access along socioeconomic lines with comparatively less attention to the accessibility of pedagogy and assessment, particularly for students with high-incidence disabilities like Developmental Language Disorder (DLD) and Attention Deficit Hyperactivity Disorder (ADHD). In this study, we draw on individual achievement and interview data to consider the accessibility of subject English from the perspectives of 59 Year 10 students identified as having language and/or attentional difficulties consistent with DLD and ADHD. In describing their ease or difficulty with subject English, students reported attributions to self (e.g., their ability to write or to concentrate), and attributions to the subject (e.g., explicitness of success criteria, flexibility of assessment requirements, and the in/accessibility of teaching). Attributions to the subject dominated students’ responses, however, students also described a range of supportive pedagogical practices that—if implemented consistently and effectively—may help to increase the accessibility of subject English for students with language and/or attentional difficulties, providing more equitable opportunities for these students to gain from their participation in this important compulsory subject.

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